id: 06675830
dt: a
an:
au: Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Barkai, Ruthi
ti: Working with parents to promote preschool children’s numeracy:
teachers’ attitudes and beliefs.
so: Phillipson, Sivanes (ed.) et al., Engaging families as children’s first
mathematics educators. International perspectives. Singapore: Springer
(ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early
Mathematics Learning and Development, 181-198 (2017).
py: 2017
pu: Singapore: Springer
la: EN
cc: D41 C61 C29 F21 F31
ut: professional development; preschool teachers; case studies; beliefs; parent
involvement; numeracy
ci:
li: doi:10.1007/978-981-10-2553-2_11
ab: Summary: This chapter describes the beliefs and attitudes of five preschool
teachers towards involving families in promoting children’s numerical
competencies, such as saying number words in a sequence to ten. The
backgrounds of the children in each class, along with the teachers’
educational and social backgrounds, form the context of the study and
are important variables when analysing the ways in which each teacher
decides to involve families. In addition, the chapter describes various
ways that teachers encouraged families to take part in their
children’s mathematical growth (such as giving the children and
parents mathematics homework) and to experience mathematics with their
children (such as taking part in play with a mathematical theme).
Dilemmas for preschool teacher educators are raised and discussed such
as if and how teacher educators may act as mediators between preschool
teachers and children’s families when promoting early mathematical
growth.
rv: